The Effect of Generative AI and Gamification on Enhancing Students’ Motivation Based on the ARCS Model

Abstract

High school biology learning is often hindered by abstract concepts and cognitive overload, leading to low student motivation. Although generative artificial intelligence (GenAI) and gamification show instructional potential, their combined motivational effects remain underexplored. Grounded in the ARCS model, this study examined the impact of integrating ChatGPT-based GenAI and gamification on students’ Attention, Relevance, Confidence, and Satisfaction. A longitudinal quasi-experimental repeated measures design was conducted with 52 high school biology students over eight weeks. Motivation was measured at four time points using a validated ARCS questionnaire and analyzed with Wilcoxon signed-rank tests. Results showed significant improvements across all ARCS dimensions from pre- to post-intervention (p < .001). Attention and relevance increased steadily, confidence improved in later stages, and satisfaction rose overall. Reported challenges included limited personalized AI feedback, competition-induced anxiety associated with leaderboard-based competition, and increased cognitive load resulting from complex AI-generated content. The findings indicate that GenAI-supported gamification can enhance motivation in biology learning when supported by careful pedagogical design.